United States Distance Learning Association

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Kirtley, K. E. (2002). A study of student characteristics and their effect on student satisfaction with online courses (Doctoral dissertation, West Virginia University, 2002). Dissertation Abstracts International, 63(09), 3127. (UMI No. 3064595). LaBonte, M. A. M. (2003). Understanding students’ experiences in online distance education: A qualitative case study of two courses in a post-baccalaureate professional certification program in child care program administration (Doctoral dissertation, The University of Wisconsin-Milwaukee, 2003). Dissertation Abstracts International, 64(11), 4020. (UMI No. 3114146). Mansouri, M. (2003). Perceptions of first-time participants in a state-agency-sponsored online graduate program and their implications for online education planning, development and support (Doctoral dissertation, Virginia Commonwealth University, 2002). Dissertation Abstracts International, 64(01), 59. (UMI No. 3078468). Mariasingarn, M. (2005). Quality criteria and benchmarks for online degree programs (Doctoral dissertation, University of Wisconsin-Madison, 2005). Dissertation Abstracts International, 66(08), 2858. (UMI No. 3186135). Massy, W. F., & Zemsky, R. (1995). Using IT to enhance academic productivity. Washington, DC: Educom. McFadden, C. C. (2004). Educational leadership programs lag behind other college of education programs in adopting distance education strategies. AASA Journal of Scholarship and Practice, 1(2), 3-5. Retrieved November 28, 2006, from http://www.aasa.org/files/ PDFs/summer_2004.pdf Moore, J. C. (2004). Synthesis of Sloan-C effective practices. Needham, MA: Sloan-C Moore, M. G. (1973). Towards a theory of independent learning and teaching. Journal of Higher Education, 44(9), 661-679. Moore, M. G. (1980). Independent study. In R. D. Boyd & J. W. Apps (Eds.), Redefining the discipline of adult education (16-31). San Francisco: Jossey-Bass. Moret, L. (2004). A study of student satisfaction in selected online and face-to-face college of business courses at a Southeastern United States university (Doctoral dissertation, East Carolina University, 2004). Dissertation Abstracts International, 65(01), 89. (UMI No. 3120276). Murgatroyd, S. (1996). Responding to the challenge of quality distance education. In B. S. Dunning & V. V. Pittman (Eds.), Distance Education Symposium 3. (pp. 9-18). University Park: Pennsylvania State University. Neely, P. W. (2004). A cost comparison of various methods of delivering a university course (Doctoral dissertation, University of Virginia, 2004). Dissertation Abstracts International, 65(08), 2920. (UMI No. 3144631). Ortiz-Rodriguez, M., Telg, R. W., Irani, T., Roberts, T. G., & Rhoades, E. (2005). College students’ perceptions of quality in distance education. Quarterly Review of Distance Education, 6(2), 97-105. Perraton, H. (1995). Quality in distance education. In D. Sewart (Ed.), One world, many voices: Quality in open and distance learning 2. (pp. 180-182). London: The Open University. Perry, D. R. (2003). Faculty beliefs and faculty perceptions of student beliefs about quality distance education (Doctoral dissertation, Gonzaga University, 2003). Dissertation Abstracts International, 65(06), 2081. (UMI No. 3106570). Phipps, R., & Merisotis, J. (2000). Quality on the line—benchmarks for success in internet-based distance education. Washington, DC: The Institute for Higher Education Policy. Puffer, G. R. (2005). Graduates, employers and the academy: Perceptions of the quality and utility of external degrees over twenty-five years (Doctoral dissertation, University of Cincinnati, 2003). Dissertation Abstracts International, 66(08), 2861. (UMI No. 3187998). The Quality Assurance Agency for Higher Education. (1999). Guidelines on the quality assurance of distance learning. Retrieved October 16, 2006, from http://www.qaa.ac.uk/academicinfrastructure/codeofpractice/ distancelearning/default.asp Reid, C. N., & Robertshaw, M. (1991). The quest for quality, east and west. In R. Atkinson, C. McBeath, & D. Meacham, (Eds.), Quality in Distance Education: ASPESA Forum 91 (pp. 424-435). Retrieved October 16, 2006, from WorldBank World Education Net: http:// www1.worldbank.org/disted/Management/ Governance/q-03.html Volume 4, Issue 4 Distance Learning 27
Richards, A., & Garcia, M. R. (2006). Management accounting. Concord, NH; Franklin Pierce College. Rogers, E. M. (1962). Diffusion of innovations. New York: Free Press. Rogers, E. M. (2003). Diffusion of innovations (5th ed.). New York: Free Press. Rooney, P., Hussar, W., Planty, M., Choy, S., Hampden-Thompson, G., Provasnik, S., et al. (2006). The condition of education 2006 (NCES 2006-071). Washington, DC: National Center for Education Statistics. Retrieved October 16, 2006, from http://nces.ed.gov/pubs2006/ 2006071.pdf Sands, P. (2002). Inside outside, upside downside strategies for connecting online and face-to-face instruction in hybrid courses. Teaching with Technology Today, 8(6). Retrieved November 28, 2006 from http://www.uwsa .edu/ttt/articles/sands2.htm Shepperd, R. S. (2002). Predictors of student success in distance education courses (Doctoral dissertation, West Virginia University, 2002). Dissertation Abstracts International, 63(12), 4247. (UMI No. 3076382). Simonson, M. (2005). Entering the mainstream. Distance education and higher education. The Quarterly Review of Distance Education, 6(1), vii-viii. Smith, S. B. (2004). Teacher perceptions of Internet-based distance education in Adventist colleges and universities: A mixed-methods study (Doctoral dissertation, Andrews University, 2004). Dissertation Abstracts International, 65(11), 4131. (UMI No. 3153197). Ström, N. (2004). Ask the library. Scandinavian Public Library, 3, 8-11. Sumrall, J. G. (2002). Factors which influence faculty attitudes and perceptions of distance education in analytical subject areas (Doctoral dissertation, Louisiana State University and Agricultural & Mechanical College, 2002). Dissertation Abstracts International, 65(06), 2081. (UMI No. 3135309). Sun, J. R. (2004). Turning a regular (face-to-face) course into a more engaging blended (hybrid) course. Ohio Commons for Digital Education (OCDE) 2004 Conference. Retrieved November 28, 2006, from http://www.oln .org/conferences/OCDE2004/papers/ Regular_to_Hybrid_Course.pdf Swan, K. (2002). Building learning communities in online courses: The importance of interaction. State University of New York. Communication & Information, 2(1), 23-49. Tait, A. (Ed.). (1997). Perspectives on Distance Education: quality assurance in higher education: selected studies. Vancouver, BC, Canada: The Commonwealth of Learning. Tuijnmam, A. (2003). Measuring lifelong learning for the new economy. Compare, 33(4), 471-482. Twigg, C. A. (2001a). Innovations in online learning. Moving beyond the no significant difference. Troy, NY: Center for Academic Transformation, Renssealer Polytechnic Institute. Twigg, C. A. (2001b). Quality assurance for whom Troy, NY: Center for Academic Transformation, Rensselaer Polytechnic Institute. U.S. National Commission on Libraries and Information Science. (2001). A comprehensive assessment of public information dissemination. Retrieved October 16, 2006, from http:// www.nclis.gov/govt/assess/assess.vol3.pdf Waits, T., & Greene, B. (2003). Distance education at degree-granting postsecondary institutions: 2000-2001 (NCES 2003-017). Washington, DC: National Center for Education Statistics. Retrieved October 16, 2006, from http://nces .ed.gov/pubs2003/2003017.pdf Weigel, V. (2000). E-learning and the tradeoff between richness and reach in higher education. Change, 33(5), 10-15. Western Cooperative for Educational Telecommunications Project. (2003). Balancing quality and access. Retrieved October 16, 2006, from http://www.wcet.info/services/publications/ balancing/principles.asp Zemsky, R., & Massy, W. F. (2004). Thwarted innovation: What happened to e-learning and why. Philadelphia: The Weatherstation Project of The Learning Alliance at the University of Pennsylvania in cooperation with the Thomson Corporation. 28 Distance Learning Volume 4, Issue 4
Page 2 and 3: DISTANCE LEARNING FEATURED ARTICLES
Page 4 and 5: DISTANCE LEARNING MAGAZINE SPONSORE
Page 6 and 7: SPOTLIGHT ARTICLE Barriers and the
Page 8 and 9: THE EMERGENCE OF A NEW ECONOMY A de
Page 10 and 11: Table 4. Rank Order of the 10 Facto
Page 12 and 13: ORGANIZATIONAL PERSPECTIVE STRATEGI
Page 14 and 15: Table 5. Solutions to Barriers to D
Page 16 and 17: Table 5. Continued Social Interacti
Page 18 and 19: management. In L. Lau (Ed.) Distanc
Page 20 and 21: compensation, incentives and releas
Page 22 and 23: Pedagogy --Course Development --Cou
Page 24 and 25: Quality in Distance Education A Tri
Page 26 and 27: ability to understand and apply tec
Page 28 and 29: CONSTITUENCIES IN DISTANCE EDUCATIO
Page 30 and 31: control and responsibility for the
Page 34 and 35: Distance Education in the Public Hi
Page 36 and 37: distance education courses and Inte
Page 38 and 39: need, in a distance education class
Page 40 and 41: Using IT-Based Distance Education f
Page 42 and 43: to participate and share and exchan
Page 44 and 45: to a teacher and get to get filled
Page 46 and 47: Online High School Courses Preventi
Page 48 and 49: students. Fourth, a program that in
Page 50 and 51: independently (November, 2001). Thi
Page 52 and 53: tion. Both classes had a 100% compl
Page 54 and 55: that allow instructors and students
Page 56 and 57: own graduate experience as being fa
Page 58 and 59: tional delivery. The knowledge that
Page 60 and 61: APPENDIX B: WIMBA LIVE CLASSROOM IN
Page 62 and 63: Access to College for Nontraditiona
Page 64 and 65: coast through by quietly sitting in
Page 66 and 67: institutions. According to Shanika,
Page 68 and 69: Distance Education at the Universit
Page 70 and 71: Figure 1. UF/IFAS IT’s relationsh
Page 72 and 73: Figure 2. IFAS 2005-06 operating bu
Page 74 and 75: ida Division of Continuing Educatio
Page 76 and 77: Institute of Food and Agricultural
Page 78 and 79: Learning Objects What Are They, and
Page 80 and 81: Table 1. Goals of Learning Object D
Page 82 and 83:
easoning as to how they are built,
Page 84 and 85:
INTERVIEW The Perils and Promise of
Page 86 and 87:
4. Limiting the enrollment in dista
Page 88 and 89:
esponsibility to make sure that thi
Page 90 and 91:
ence since it did not figure in the
Page 92 and 93:
INTERVIEW Here Come the Marines! An
Page 94 and 95:
demonstrate, within a set of proced
Page 96 and 97:
and this is significant, the Corps
Page 98 and 99:
Ends and Means Developing a Digital
Page 100 and 101:
artifacts one wants to include in t
Page 102 and 103:
New Media, New Learning School for
Page 104 and 105:
And Finally … continued from page
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